The Teachers’ Voice in Syllabus Design

Abstract

If curriculum is to reflect the goals of a nation and the needs of its students, it
makes sense for teachers to participate in its creation. In fact, curriculum design
has long been associated with the idea of teacher contribution. The present
effort tries to prove that EFL teachers can be active participants rather than
passive recipients. They can convey vital information to curriculum designers
instead of being blindly subjected to a highly centralized educational system.
The study also provides a consideration of role requirements and the
competencies of teachers as curriculum leaders. The data collected from semistructured
interviews indicate that teachers are neither involved nor informed in
the process of curriculum design and that their engagement is merely within
their own classrooms walls. Although they play a central role in the process of
education, yet they miss the passion of belonging as little attention, if any, is
given to their voices.